• Grade Level: 8th
• Unit: World War 2 – Women at War
Essential question(s):
• How did the contributions of women in the workforce affect the American war effort?
Objective(s):
• Students will analyze primary source photography.
• Students will gain experience working with primary source documents.
Materials:
• Students will be supplied with copies of the following documents:
The more women at work the sooner we win! Poster. Washington, DC: U.S. Government Printing Office, 1943. From Library of Congress: American Women Collection. http://hdl.loc.gov/loc.pnp/ppmsca.12895 (25 Jun 2009).
Women at work on C-47 Douglas cargo transport, Douglas Aircraft Company, Long Beach, Calif. Photograph. Washington, DC: U.S. Office of War Information, 1944. From Library of Congress: Farm Security Administration - Office of War Information Collection. http://hdl.loc.gov/loc.pnp/fsac.1a35359 (25 Jun 2009).
Operating a hand drill at Vultee-Nashville, woman is working on a "Vengeance" dive bomber, Tennessee. Photograph. Washington, DC: U.S. Office of War Information, 1944. From Library of Congress: Farm Security Administration - Office of War Information Collection. http://hdl.loc.gov/loc.pnp/fsac.1a35371 (25 Jun 2009).
Painting the American insignia on airplane wings. Photograph. Washington, DC: U.S. Office of War Information, 1944. From Library of Congress: FarmSecurity Administration - Office of War Information Collection. http://hdl.loc.gov/loc.pnp/fsac.1a34899 (25 Jun 2009).
• NARA photograph worksheets (one for each image)
• KWL worksheet (for compiling information)
Introduction:
• The class will discuss the ways in which they believe a women could contribute to the American war effort during the 1940s.
• Students will complete an overview reading passage about the actual contributions of women to the American war effort during the Second World War.
Procedure:
• In groups of four, students will be provided with copies of the photographic sources listed above.
Each student will complete a NARA photograph worksheet for one photograph.
Group members will then share their photo analysis with the other members of the group.
• As a group, students will complete a KWL worksheet to summarize the results of their analyses.
Conclusion:
• The class will discuss the results of their group analyses and then discuss the differences between what was predicted at the beginning of the lesson and what they have observed by the end of the lesson.
• The teacher will use the “What I want to know” section of the KWL worksheet to inform future lessons.
Notes:
• This assignment will supplement learning about the American home front during World War 2. Students should be encouraged to use their prior knowledge about the design of propaganda to inform their analysis of the poster document.
• Students should be encouraged to use their analytical skills to revise misconceptions about women at work during the war.
• The teacher will use the “What I want to know” section of the KWL worksheet to inform future lessons.
Rob,
It's clear you put a lot of thought into the choice of materials for this lesson plan. I like how you have students working in groups of four with each person completing an analysis on on photograph, then sharing that with the group. It might be possible to use a jigsaw type of method as well. You could have students work in "expert groups" then remix into their sharing groups. Good job!
~Sarah
Course: American History (1877-Present)
• Grade Level: 8th• Unit: World War 2 – Women at War
Essential question(s):
• How did the contributions of women in the workforce affect the American war effort?Objective(s):
• Students will analyze primary source photography.• Students will gain experience working with primary source documents.
Materials:
• Students will be supplied with copies of the following documents:- The more women at work the sooner we win! Poster. Washington, DC: U.S. Government Printing Office, 1943. From Library of Congress: American Women Collection. http://hdl.loc.gov/loc.pnp/ppmsca.12895 (25 Jun 2009).
- Women at work on C-47 Douglas cargo transport, Douglas Aircraft Company, Long Beach, Calif. Photograph. Washington, DC: U.S. Office of War Information, 1944. From Library of Congress: Farm Security Administration - Office of War Information Collection. http://hdl.loc.gov/loc.pnp/fsac.1a35359 (25 Jun 2009).
- Operating a hand drill at Vultee-Nashville, woman is working on a "Vengeance" dive bomber, Tennessee. Photograph. Washington, DC: U.S. Office of War Information, 1944. From Library of Congress: Farm Security Administration - Office of War Information Collection. http://hdl.loc.gov/loc.pnp/fsac.1a35371 (25 Jun 2009).
- Painting the American insignia on airplane wings. Photograph. Washington, DC: U.S. Office of War Information, 1944. From Library of Congress: Farm Security Administration - Office of War Information Collection. http://hdl.loc.gov/loc.pnp/fsac.1a34899 (25 Jun 2009).
• NARA photograph worksheets (one for each image)• KWL worksheet (for compiling information)
Introduction:
• The class will discuss the ways in which they believe a women could contribute to the American war effort during the 1940s.• Students will complete an overview reading passage about the actual contributions of women to the American war effort during the Second World War.
Procedure:
• In groups of four, students will be provided with copies of the photographic sources listed above.- Each student will complete a NARA photograph worksheet for one photograph.
- Group members will then share their photo analysis with the other members of the group.
• As a group, students will complete a KWL worksheet to summarize the results of their analyses.Conclusion:
• The class will discuss the results of their group analyses and then discuss the differences between what was predicted at the beginning of the lesson and what they have observed by the end of the lesson.• The teacher will use the “What I want to know” section of the KWL worksheet to inform future lessons.
Notes:
• This assignment will supplement learning about the American home front during World War 2. Students should be encouraged to use their prior knowledge about the design of propaganda to inform their analysis of the poster document.• Students should be encouraged to use their analytical skills to revise misconceptions about women at work during the war.
• The teacher will use the “What I want to know” section of the KWL worksheet to inform future lessons.
Rob,
It's clear you put a lot of thought into the choice of materials for this lesson plan. I like how you have students working in groups of four with each person completing an analysis on on photograph, then sharing that with the group. It might be possible to use a jigsaw type of method as well. You could have students work in "expert groups" then remix into their sharing groups. Good job!
~Sarah